55 Education. This data puts the key learners at the centre of the study. Through studying their interactions and responses
we are able document the students ‘voices’ and experiences and student perspective on whether social media supported their learning.
Data Collection and Analysis
Data collection of the class social media interactions took place simultaneously to subject being taught within the Facebook group page. Data collection of the survey instrument took place after the subject was completed and grades
already assigned and received in order to eliminate competing interests student pressure to provide answers that they thought would affect their grade. Data analysis of both sets of data was undertaken together and organised according
to the research areas set and overviewed in Table 2. Collected data from the online survey tool was automatically loaded into a spreadsheet through the use of Google
drives. This was undertaken to provide easy access to the survey to student who had already dispersed during semester break, as well as enable the qualitative data to easily be made into statistical representations.
III. R
ESULTS AND
D
ISCUSSION
In exploring the use of social media to support student learning in Ethno-pedagogy for Civic Education, the findings are integrated and used to develop an understanding of the students’ perceived receipt of support. Demographic details
about the class are presented with numerical data of class Facebook page interactions, are followed by qualitative responses and interactions related to class themes. The key findings are summarised, accompanied by tables, charts
and quotations from students. A.
Class Demographics collected from both survey and class data and Statistics related to Class interactions on Facebook:
The class consisted of 18 members, 16 of these were postgraduate students and 2 were lecturers. Of the two
lecturers, one was the overall course convenor and the other took a more active role in the class Facebook interactions.
The gender composition of the class included 6 Females and 10 Males and 2 female lecturers.
The ethnic composition of the class included: students: 2 Banjar; 1 Dayak; 1 Flores; 1 Gayo; 1 listing general
ethnicity of Indonesian; 2 Java; 1 Melayu; 1 Minang; 6 Sunda; Lecturers: 1 Australian; 1 Sunda. Along with ethnicity students also provided their home district of where they had spent most of their lives, for several
students was a significantly different region that the ‘home’ area of the ethnic groups.
The mean student age was 27 range: 23- 42 years
The number of Facebook interactions was1001; this comprised of a total number of student interactions as 661; making the average number of student interactions as 41student range of interactions: 12 – 119. The total
number of lecturer interactions was 340; Total Lecturer to total student interactions: 52.3 of interactions made by lecturers; 47.6 made by total number of students.
Period of Interactions: 110 days or 16 weeks – duration: 1 Semester of University.
Average interactions: 9 per day or 62.5 per week. Interactions include: “Posts”; “Comments” and “Likes”;
broken down below
Total number of class posts: 222; number of student posts: 177; average of student posts: 11; range of student posts: 8 -17; number of lecturer posts: 45; 20 of posts by lecturers; 80 by students
Content of class posts: community building; identity descriptions; variety of reflections, including comic; lesson
plans; some reflections prompted by lecturer; others informally shared; class information; greater community notices informationresources related to course content; questions; photos and videos. Both students and
lecturers contributed to posts from each of these content areas.
Total number of class comments: 380; number of student comments: 181; number of lecturer comments: 199; average number of student comments: 11; Range of number of student comments: 2 – 28; Content of class
comments: feedback – both peer and from lecturer; responses to feedback; responses to posts
56
Total number of class “likes”:399; total number of student likes: 303; average student liked: 18.9 times; range of student ‘likes’: 0 - 67
35 photos shared; 5 videos; 151 files uploaded office documents, including student responses to class tasks and
lesson plans
93 response rate of students completing online survey post semester. Key points of these statistics are that the highest Student Interaction was via “likes”. Lecturers however provided
more interaction via “comments”. Reasons for variations in number of student interactions may include: interest; personality; assisting member by uploading posts as member joined Facebook within course; uploading of group work
did not require all members to make separate upload. From those that responded to the survey, fourteen out of fifteen 93 already had a Facebook account. Subsequently at the start of the semester, the student without a Facebook
account employed the assistance of one of his classmates to upload class tasks. By week 3, all students were functional as independent members of the group. However challenges with Internet network may also have impacted student
interactions and contributions. B.
Student responses related to use of social media in course
After completing the course, students were requested via social media to complete an online survey. Fifteen of the sixteen students provided responses to questions about benefit, challenges. Questions and responses are presented and
summarised below:
In the question relating to specific hardware used to interact on social media, 11 student responses were combination of laptop and hand phone 73; 2 respondents 13 use laptop and 2 respondents 13 use
hand phone, with one explaining that the hand phone is much more transportable.
When asked “Would you use Facebook in future for leading learning?” 13 respondents said “yes” 86, with explanations: it is very useful for helping students be active 2, creative and innovative 3; makes it easier to
disperse materials; removes distance between learners and makes it easier to complete work 2; this is what today’s students are all already using 2. The 2 “no” respondents 14 shared that network is an issue or that
they are not yet sure on how to best undertake this.
When asking students what benefits they received, a multi-choice selection was provided with option to create “other” and instructions that students could select multiple responses if they were appropriate. Their responses
are presented in Figure
Student responses to 5 point Likert scale of level of benefit were 915 60 Extremely Beneficial; 415 Highly Beneficial 26; and 215 13 Beneficial.
Students were asked ‘What is needed to use social media in learning?” In response most mentioned technical
needs such Internet connection, devices and a Facebook account. Also mentioned was active member participation; active facilitator lecturer; strong sense of membership and creative ideas; good content;
stimulating questions and enthusiasm.
In final survey response opportunity students open comments indicate very positive perspective to use of social media:
“Hopefully the ethno pedagogy learning and social media activities will continue even though we have all successfully completed subject requirements.”
“it would be great if social media for learning was utilised for learning within schools.” “Social media is too distracting if used in class time but for homework tasks it is highly suited.”
“Hopefully the university subject Ethno pedagogy always incorporates new innovations.” “Hopefully in the future this media can be further maximised for extending communication channels and finding
solutions.” “My suggestion is firstly that learning that puts social media to use must be supported and secondly, Wi-Fi network
at the campus has to be improved.” “My suggestion to manage more effectively: provide more examples and schedules for uploading work.”
57 “It was an extremely great learning opportunity in Ethno pedagogy with using Facebook to extend the wealth of
knowledge of ethnic cultures from many areas.” Key results of this research area show most students used combination of laptop and phone to interact on the
Facebook page. Students noted multiple benefits from using the Facebook with most assigning the tool and interactions to be ‘extremely beneficial’. Students recognised various factors as contributing to this benefit including active
participation of both students and facilitator and stimulating foci. In the survey suggestions and further comments opportunity, most students gave responses related to hopeful future application, relating to either school and campus
implementation and some students contributed ideas to further improve the professional support. C.
Student interactions and responses in relation to course themes and goals
As described above, three subject themes and goals were assigned and these were also used to study the support experienced and offered via use of Facebook group. Data related to this sub-group of research exploration was collected
from student Facebook posts and comments as well as survey responses. An overview of data collected from each theme with related Facebook posts are presented, with some use of student quotes or photos from the Facebook page
as appropriate. It is noted that there is some overlap between themes within tasks, please note tasks are recounted according to the dominant theme. Following this, student reflections on the use of this strategy and application or
interaction with the content are provided from survey data. Theme 1: Development of personal, local, national and global identities; self-awareness, sense of community;
intercultural understandings. Several class Facebook tasks assigned related to this theme. These are listed with an overview of responses and
included:
A start of semester posting responding task of ‘describe your cultural identity’. Many of the initial postings for this task were very factual geographic or encyclopaedia type entries of a cultural region and customs. With class
discussions and prompting, students uploaded revisions that gave a more personal perspective of how the regional environment and customs shaped how they viewed their culture. The content posted by one student
especially demonstrated strong person identity awareness, as he mentioned various family members as key in shaping who he is.
In ensuing weeks students were asked to share specifically key personal and cultural values. The responses to
these showed real depth of inspection and often brutally honesty.
Progressing from personal and cultural identities, students were asked to consider issues of national identity. Posts one week were for students to make a question for that could lead future investigation of unity in diversity,
noted as Indonesia’s national goal. The majority of questions developed began with “how” and relayed a keen sense of desire to learn how to connect to the national goal.
The following week post required students to develop an avatar personal comic representation and put
themselves into a comic frame with speech bubbles and titles to present their progressive learning on national and cultural identities. The comics were keenly developed and later more were contributed without prompting
and conveyed two main themes. These included a sense of grappling and challenge in how to bring these identities together; a sense of wonder or delight in new ideas they were consideringembracing. Please see figure
2 for a snapshot collection of some of these comics.
As class readings and discussions pursued, students were asked to post a venn diagram of friendship, cooperation and unity in diversity as interrelated concepts. In survey responses some students volunteered that this post and
sharing of significantly helped them integrate their various identities.
The reflective comments provided in survey open ended question relating to this identity tasks clearly show that the sharing of the stories within the group had great impact in developing personal, local, national and global
identities as well as growth in self-awareness, sense of community and intercultural understanding. As the student responses so clearly describe this, their quotations are included:
“Through the stories I remembered who I am” “I became more open minded to other cultures”
58 “I received great benefit through the stories in knowledge, inspiration and reading others stories helped me to
reflect on my own identity” “The stories helped me know myself personally and my culture”
“The stories were very beneficial, through them all I now more fully know Indonesian culture from Aceh province all the way to Flores Island”
“I got to know a lot about regions that I knew nothing about before.” 3 similar responses “The stories were very beneficial to integrate understanding of ethnic groups for mutual respect and cooperation.”
“The stories from my friends about each of their regions are extremely beneficial. We mutually got to know each other’s regions. I even got to know more about my own region. And I have used these stories for my own students to
know other regions and cultures. Now when I talk with friends I am able to share real knowledge about many regions.” “Extremely beneficial, the stories that we read gave us knowledge of each area, even know the specific cultural
characteristics of each area. Besides this I now have gained friends from other regions and I am aware that Indonesia is extremely diverse in traditions and culture.”
“I got to know meanings underlying to the culture of other people” “I got great benefit – as I read the results of my friend’s efforts, this made me realise and know that culture of every
area is extensive and that Indonesia is indeed diverse, this was new revelation to me.” “Yes great benefit. We were able to make comparisons and share experiences of our own regions. In this I also
got ideas to progress in my own area.” “Highly beneficial because we exchanged personal perspectives and feelings, including our unique strengths and
weaknesses.” “Being able to post the stories on the Facebook page gave us time to develop and present our stories rather than
have to do a rush class presentation. We felt unrushed in being about to share as well as consider what we learning”
Accordingly it is not surprising that in the survey question asking asked about the level of helpfulness the Facebook group facilitated in developing a sense of unity, responses were 53.3 extremely beneficial; 40
highly beneficial and 6 beneficial, with no negative beneficial levels recorded.
Another class post was to develop a reflection of learning in a local type of poetry known as a “Pantun”. These were inspired some very creative and well enjoyed work, evidenced in positive peer mentoring comments and
likes. Theme 2: Cooperation Values
Several Facebook posts and survey questions related to this developing understanding, active Engagement and Practicing of Cooperation and Values. These are summarised with quotes included as pertinent.
In looking deeper into cultural customs related to cultural identity students were directed to make and post to
Facebook group a table of a specific cultural custom of their choice and how this custom developed cooperative values
Another class task post relating cooperation prompted students to make personal statements for determination
to further develop their attitudes, actions or interactions to be more cooperative, listing specific behaviours and goals in working towards these. Students noted in survey items that sharing of this posts promoted humility and
inspiration.
Beyond postings, interaction in the group as cognitive contributors was considered immersion in professional cooperation, students were encouraged to provide peer mentoring via interaction. As evident in the above
statistical analysis of interaction, ‘likes’ were the predominant mode of Facebook interaction. A few students contributed video links and implementation photos of activities related to class themes which deepened all
participants understandings and delight in seeing broader application. Some peer comments to class task posts were contributed however with consideration of Hofstede and Hofstede’s2005 study of cultural difference,
hierarchical tendencies of Indonesian culture not to make comments on others activities unless in a senior position and age may have inhibited greater use of this opportunity.
59
Also social cooperation was manifest in class members asking for assistance and responding helpfully.
Desire for continuation of professional cooperation was shared by a couple of students in final survey response option as recounted above in section on: Student responses related to use of social media in course.
Theme 3: Links between Theory and Practice There were 2 directly linked posts related to this theme. These include:
posting of prose of relating ethno pedagogy learning to Kurikulum 2013 Kurikulum 2013 is the current National
education practical implementation strategy recently being initiated
Posting of lesson plan. Post responses to these directives yielded some very thoughtful work that evidenced incorporation of concepts
delivered through class set readings and discussions. Quality of work and efforts evident in developing these pieces reflected both student learning and sense of professional community. The sense of professional community was evident
in acknowledging content of peers in class face-to-face interactions and the essence captured in peer Facebook postings. The student survey responses related to the use social media in developing professional competencies and making
theory and practice links indicate student received diverse facets of support. Their comments are included below: “Learning ethno-pedagogy is very important to teaching because it builds positive values that can be applied to our
activities.” “This social media really helped students by not over saturating learning within class.”
“My professional competency was increased via use of social media group, I gained more inspiration and knowledge, and learnt a more integrated way to view life.”
“It was helpful for acquiring new information.” “My professionalism was greatly increased.”
“Up till now its good, but not yet to its maximum capacity.” “My understanding of links between theory and practice increased with implementation of media and resources.”
“Using social media enabled me to be opened minded to outside world.” “Yes, Apart from enriching knowledge, we also were introduced to writing ethics. Gaining of resources. Respect
friends’ customs and each other. Ive learnt to reference others materials. In this I benefit also, I dont lose the source of the materials.”
“Yes, because social media can develop this era in many positive potentials.” “Yes, we got to process ideas creatively within learning activities.”
“Social Media makes undertaking everyday tasks easier, firstly in university task by communication with friends to discuss course materials.”
“Until now, it cant yet be seen, maybe because I havent implemented it in the field.” “With use of social media, we can add knowledge that we didnt receive from the lecturer.”
“I feel my professional competence is greatly increased because with social media I can try to find and study later at my own pace at a time that suits me. In sharing resources and learning materials with friends my professionalism
as an educator increased.”
“Yes, I now have more new ideas from the learning experience.” ‘Yes, because this is one media of learning that is outside of class and very helpful because we can do wherever and
whenever.”
60 Student interactions and responses relating to this theme demonstrate strong links between theory and practice.
These demonstrations are expressed and experienced in diverse approaches, offering insights into aspects of their personal and professional learning styles and interests.
The summary of the data collected relating to themes suggests that social media capacities paired well to the subject. Through social media postings and class activities a professional community was established where individuals
flourished in being about to convey identities and share their cognitive journey in embracing Ethno pedagogy themes. D.
Culminated Summary of Research Areas
